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• VCMNA094

  Recognise the importance of repetition of a process in solving problems

  Elaborations

  • using one-to-one correspondence to determine which of two sets is larger, or if they are of equal size
  • dividing a set of blocks in a simple ratio such as ‘2 for me’, ‘1 for you’

  VCMNA094 | Mathematics | Level 1 | Number and Algebra | Patterns and algebra

• VCMNA090

  Represent practical situations that model sharing

  Elaborations

  • sharing a set of objects, such as a packet of sweets, equally between a small group of people using one-to-one correspondence
  • recognising whether there is a remainder or not after sharing equally

  VCMNA090 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VC2M1SP01

  make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them

  Elaborations

  • classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group
  • selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice
  • comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them
  • exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place

  VC2M1SP01 | Mathematics | Mathematics Version 2.0 | Level 1 | Space

• VCMSP101

  Choose simple questions and gather responses

  Elaborations

  • determining which questions will gather appropriate responses for a simple investigation

  VCMSP101 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• VCMSP100

  Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

  Elaborations

  • justifying that some events are certain or impossible

  VCMSP100 | Mathematics | Level 1 | Statistics and Probability | Chance

• VCMSP102

  Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

  Elaborations

  • understanding one-to-one correspondence
  • describing displays by identifying categories with the greatest or least number of objects

  VCMSP102 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• VC2M1SP02

  give and follow directions to move people and objects to different locations within a space

  Elaborations

  • interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like ‘forwards’ and ‘backwards’, ‘straight ahead’, ‘left’ or ‘right’ to describe movement and giving instructions like ‘Keep going straight until you reach the end of this passage and then turn to your right’
  • creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed
  • following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order
  • describing a familiar journey across Country/Place using directional language

  VC2M1SP02 | Mathematics | Mathematics Version 2.0 | Level 1 | Space

• VC2M1ST01

  acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols

  Elaborations

  • discussing methods of collecting data to answer a question such as ‘What types of rubbish are found in the playground?’, sharing ideas and trying out some of the suggested methods, reviewing the data collected and explaining how they might change the way they collect data next time
  • collecting and recording information on a topic of interest using lists (for example, ‘How many people follow a particular football team’ or ‘What colour eyes each person has’), examining the data to generate some questions that it could answer, and then rearranging the data or collecting different data to answer the question
  • creating a tally to record data while observing events such as the year level of students using the bike shed, deciding on the possible categories before the observations are taken, and then reviewing the data afterwards to notice whether the tally was effective
  • using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
  • exploring ways of representing, sharing and communicating data through stories and symbols used by Aboriginal and Torres Strait Islander Peoples

  VC2M1ST01 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VC2M1ST02

  represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

  Elaborations

  • creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
  • translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
  • recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
  • representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results

  VC2M1ST02 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VCNRC003

  Participate with teacher and peers in class routines and activities, such as following instructions and taking turns

  Elaborations

  • following classroom instructions
  • participating in routine exchanges, such as opening and closing lessons, naming the day of the week, responding to the class roll, and when moving between activities
  • taking turns in games and action songs using repetitive language and songs

  VCNRC003 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCNRC008

  Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions

  Elaborations

  • comparing words and phrases in the language and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages
  • making comparisons between words in the language and English words, noticing similarities
  • demonstrating to others the ways in which people who speak the language greet each other verbally and non-verbally

  VCNRC008 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCNRC002

  Participate in guided activities and simple exchanges using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs
  • performing actions when singing songs and chants
  • making simple transactions, using modelled language, for example, when role playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCNRC002 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCNRC005

  Share and present information about self, family, friends and possessions, using modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
  • providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
  • using simple sentences to talk informally about self, friends and favourite possessions

  VCNRC005 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC001

  Interact with peers and teacher, using simple language and gestures for exchanges

  Elaborations

  • using greetings relevant to the time of day, celebration or event, and relationship to the other person
  • introducing self and others
  • talking about and describing self and others
  • using formulaic expressions in everyday situations, imitating speech in the language, and incorporating appropriate gestures and body language

  VCNRC001 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCNRC007

  Create captions to images for individual presentations and participate in shared performances and imaginative activities using familiar words, phrases and language patterns

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
  • creating rhymes, nonsense phrases and songs using rehearsed language
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning

  VCNRC007 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC010

  Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in the language being studied

  Elaborations

  • using expressions and spontaneous exclamations when interacting with peers and noticing differences in the use of language, or voice
  • reflecting on differences in ways of communicating with each other in English and in the language
  • describing how it feels to use the language when, for example, singing a song or hearing the language spoken by others
  • comparing aspects of own and target-language children’s lifestyles, such as when interacting with family members, daily greetings in the family, family meal time

  VCNRC010 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCNRC004

  Identify key words and information with guidance in simple written, spoken and visual texts

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues
  • identifying key words from different written and spoken texts by labelling, matching, clicking and dragging, miming and using actions, for example, on an interactive whiteboard
  • obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
  • sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes, singular/plural words

  VCNRC004 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRC009

  Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels or captions in the language being studied for common objects in the classroom
  • compiling and displaying illustrated picture or digital dictionaries
  • matching words in English and the language, for example, name tags, by playing games such as memory or snap

  VCNRC009 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating